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In Reply to Anto et al

Academic medicine, 2022-04, Vol.97 (4), p.475-476

2022

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Exposure of undergraduates to authentic GP teaching and subsequent entry to GP training: a quantitative study of UK medical schools

British journal of general practice, 2017-04, Vol.67 (657), p.e248-e252

2017

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Measuring the Effect of Examiner Variability in a Multiple-Circuit Objective Structured Clinical Examination (OSCE)

Academic medicine, 2021-08, Vol.96 (8), p.1189-1196

2021

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Understanding patient involvement in judging students' communication skills in OSCEs

Medical teacher, 2021-09, Vol.43 (9), p.1070-1078

2021

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Every doctor an educator?

Medical teacher, 2023-06, Vol.45 (6), p.559-564

2023

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‘What do we do, doctor?’ Transitions of identity and responsibility: a narrative analysis

Advances in health sciences education : theory and practice, 2020-10, Vol.25 (4), p.825-843

2020

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Checklists for assessment and certification of clinical procedural skills omit essential competencies: a systematic review

Medical education, 2008-04, Vol.42 (4), p.338-349

2008

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The real costs of teaching medical students in general practice: a cost-collection survey of teaching practices across England

British journal of general practice, 2020, Vol.70 (690), p.e71-e77

2020

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‘When I say… dual‐processing theory’: evidence, not assertion

Medical education, 2017-10, Vol.51 (10), p.1086-1086

2017

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Clinical assessors’ working conceptualisations of undergraduate consultation skills: a framework analysis of how assessors make expert judgements in practice

Advances in health sciences education : theory and practice, 2020-10, Vol.25 (4), p.845-875

2020

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Provision of medical student teaching in UK general practices: a cross-sectional questionnaire study

British journal of general practice, 2015-06, Vol.65 (635), p.e409-e417

2015

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Twelve tips for expanding undergraduate clinical teaching capacity

Medical teacher, 2019-03, Vol.41 (3), p.271-274

2019

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Green shoots of recovery: a realist evaluation of a team to support change in general practice

BMJ open, 2017-02, Vol.7 (2), p.e014165-e014165

2017

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Grades in formative workplace-based assessment: a study of what works for whom and why

Medical education, 2015-03, Vol.49 (3), p.307-320

2015

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Deploying a clinical innovation in the context of actor-patient consultations in general practice: a prelude to a formal clinical trial

BMC medical research methodology, 2009-07, Vol.9 (1), p.54-54, Article 54

2009

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Enhancing authenticity, diagnosticity and equivalence (AD-Equiv) in multicentre OSCE exams in health professionals education: protocol for a complex intervention study

BMJ open, 2022-12, Vol.12 (12), p.e064387-e064387

2022

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Response to medical education in (and for) areas of socio-economic deprivation in the UK

Education for primary care, 2019-01, Vol.30 (1), p.56-56

2019

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'Knowledge leech' to 'part of the team': students' learning in rural communities of practice

Education for primary care, 2018-01, Vol.29 (1), p.5-10

2018

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Conceptualising and Teaching Biomedical Uncertainty to Medical Students: an Exploratory Qualitative Study

Medical science educator, 2022-04, Vol.32 (2), p.371-378

2022

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Is integrated information management a core clinical skill required for the doctor–patient encounter?

Journal of the Royal Society of Medicine, 2017-07, Vol.110 (7), p.269-275

2017

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Undergraduate teaching in UK general practice: a geographical snapshot

British journal of general practice, 2014-06, Vol.64 (623), p.e336-e345

2014

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Reflections on a research study about refugees and asylum seekers

British journal of general practice, 2013-10, Vol.63 (615), p.538-539

2013

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Qualitative and quantitative: the yin and the yang or the light and the dark sides of medical education?

Perspectives on medical education, 2015-02, Vol.4 (1), p.1-3

McKinley, Robert K

2015

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The epidemiology of teaching and training General Practices in England

Education for primary care, 2016-11, Vol.27 (6), p.462-470

2016

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Skilled communication: comments further to 'Creativity in clinical communication: from communication skills to skilled communication'

Medical education, 2011-09, Vol.45 (9), p.958-958

2011

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In Reply to Anto et al

Exposure of undergraduates to authentic GP teaching and subsequent entry to GP training: a quantitative study of UK medical schools

Measuring the Effect of Examiner Variability in a Multiple-Circuit Objective Structured Clinical Examination (OSCE)

Understanding patient involvement in judging students' communication skills in OSCEs

Every doctor an educator?

‘What do we do, doctor?’ Transitions of identity and responsibility: a narrative analysis

Checklists for assessment and certification of clinical procedural skills omit essential competencies: a systematic review

The real costs of teaching medical students in general practice: a cost-collection survey of teaching practices across England

‘When I say… dual‐processing theory’: evidence, not assertion

Clinical assessors’ working conceptualisations of undergraduate consultation skills: a framework analysis of how assessors make expert judgements in practice

Provision of medical student teaching in UK general practices: a cross-sectional questionnaire study

Twelve tips for expanding undergraduate clinical teaching capacity

Green shoots of recovery: a realist evaluation of a team to support change in general practice

Grades in formative workplace-based assessment: a study of what works for whom and why

Deploying a clinical innovation in the context of actor-patient consultations in general practice: a prelude to a formal clinical trial

Enhancing authenticity, diagnosticity and equivalence (AD-Equiv) in multicentre OSCE exams in health professionals education: protocol for a complex intervention study

Response to medical education in (and for) areas of socio-economic deprivation in the UK

'Knowledge leech' to 'part of the team': students' learning in rural communities of practice

Conceptualising and Teaching Biomedical Uncertainty to Medical Students: an Exploratory Qualitative Study

Is integrated information management a core clinical skill required for the doctor–patient encounter?

Undergraduate teaching in UK general practice: a geographical snapshot

Reflections on a research study about refugees and asylum seekers

Qualitative and quantitative: the yin and the yang or the light and the dark sides of medical education?

The epidemiology of teaching and training General Practices in England

Skilled communication: comments further to 'Creativity in clinical communication: from communication skills to skilled communication'

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